CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter concepts,
matter, related academic academic language to essential subject matter concepts, academic content current issues, academic
3.1 Demonstrating
language, and academic identify connections concepts, academic standards, and academic language, and research to
knowledge of subject
content standards. between academic content language, and academic language in ways that make relevant connections
matter academic
standards and instruction. content standards. ensure clear connections to standards during
content standards
and relevance to students. instruction and extend
student learning.

Before every lesson, I have I have begun utilizing the

the standard we are
focusing on, on the board.
We go over it as class and
explain how it relates to
what we are learning.
12/8/23
I also provide the standard
based rubric posted every
time students are working
on an assignment for them
to refer to 12/8/23
alternate achievement
standards to create the
modifications for my
students on alternate
curriculum. They align
with the common core
standards and help to relate
to what my students gen-ed
peers are doing. 4/24/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of student curriculum guidelines.
development and Provides explicit teaching
proficiencies to ensure of essential content
student understanding vocabulary and associated
of subject matter academic language in
single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in ways
that engage students in
accessing subject matter
text or learning activities.
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic language.
Provides explicit teaching
of specific academic
language, text structures,
grammatical, and stylistic
language features to ensure
equitable access to subject
matter understanding for
the range of student
language levels and
abilities.
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject matter
including related academic
language.
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in self-
directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.

Working in upper To support this we do

elementary, I understand
where many of my students
fall in their development,
we are moving from
learning to read to reading
to learn.
7/15/23
many guided readings,
stopping and “jotting”
down important vocabulary
and questions they have
about the passage. 12/8/23
During novel studies
students complete “think
sheets” after each reading.
This is where they take all
of the vocabulary words
discussed during guided
reading and write down the
definition, create their own
sentence, and draw a
picture. 4/24/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Follows organization of
curriculum as provided by
site and district to support
student understanding of
3.3 Organizing the subject matter.
curriculum to facilitate
student understanding
of the subject matter
We only have a set
curriculum for math, and
while we try to make sure
we hit every standard, my
team does not always
follow the pathway set
exactly. 7/15/23
Exploring
Examines organization of
curriculum and considers
adjustments in single
lessons or sequence of
lessons to support
understanding of subject
matter.
I took a deeper look at our
math curriculum this
semester with my co-
teacher. Planning out and
sequencing how long each
area would take, as well as
moving things around
when students need more
time. 12/8/23
Applying
Uses knowledge of
curriculum and student
readiness to organize and
adjust the curriculum to
ensure student
understanding.
By looking at my students
Interim Assessments based
on the curriculum taught, I
can see where the gaps in
their understanding are. I
then adjust our lessons to
support re-teaching.
4/24/24
Integrating
Integrates knowledge of
curriculum and resources to
organize and adjust
instruction within and
across subject matter to
extend student
understanding.
Innovating
Uses extensive knowledge
of curriculum and related
resources to flexibly and
effectively organize and
adjust instruction.
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses instructional Gathers and uses additional
strategies that are provided instructional strategies in
in the curriculum. single lessons or sequence
3.4 Utilizing of lessons to increase
instructional strategies student understanding of
that are appropriate to academic language
the subject matter appropriate to subject
matter.
Selects and adapts a variety
of instructional strategies to
ensure student
understanding of academic
language appropriate to
subject matter and that
addresses students’ diverse
learning needs.
I supplement the
curriculum with many
different strategies and
resources to make sure my
students diverse needs are
met. For example I
differentiate the
independent math packets
to support my students who
need accommodations.
12/8/23
Integrates instructional Uses an extensive
strategies appropriate to repertoire of instructional
subject matter to meet strategies to develop
students’ diverse learning, enthusiasm, meta-cognitive
to ensure student abilities, and support and
understanding of academic challenge the full range of
language, and guide student towards a deep
student in understanding knowledge of subject
connections within and matter.
across subject matter.
For my EL students, I
preview vocabulary that
will be important in the
subject matter coming up.
It helps to support their
connections within and
across subject matter.
4/24/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available instructional Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
materials, resources, and instructional materials, appropriate instructional adapted resources, identifying and adapting
technologies for specific resources, and technologies materials, resources, and technologies, and resources, technologies,
3.5 Using and adapting lessons to make subject to make subject matter technologies for concept instructional materials to and standards-aligned
resources, matter accessible to accessible to students. and skill development in meet identified student instructional materials to
technologies, and students. subject matter. Resources needs and make subject extend student
standards-aligned Explores how to make reflect the diversity of the matter accessible to understanding and critical
instructional materials Identifies technological technological resources classroom and support students. thinking about subject
including adopted resource needs. available to all students. differentiated learning of matter.
materials, to make subject matter. Assists student with
subject matter equitable access to Ensures that student are
accessible to all Guides students to use materials, resources, and able to obtain equitable
students available print, electronic, technologies. Seeks outside access to a wide range of
and online subject matter resources and support. technologies through
resources based on ongoing links to outside
individual needs. resources and support.
When giving I modify curriculum across
accommodations to my all academic areas each
students, I always try to week for my students on
work on self-advocacy. So alternate curriculum. I use
when I give them a combination of online
something new I explain its and paper materials
purpose and how it depending on the
supports them. I then give individual student’s needs.
them reminders to use their 7/15/23
materials when they would
benefit them. 7/15/23 I Ensure all students have
access to the technology
and connectivity necessary
to participate in authentic
and engaging learning
opportunities. Even if they
do not have access to a
device at home we have a
form that allows them to
bring their Chromebook to
12/8/23

I meet with my other SPED

teachers each week to
discuss issues we are
having and collaborate on
IEP goals. 4/24/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Is aware of students’ primary
language and English
language proficiencies based
on available assessment data.
3.6 Addressing the
needs of English
learners and student
Provides adapted materials to
with special needs to help English learners access
provide equitable content.
access to the content
Exploring
Seeks additional information
describing elements of culture
and language proficiencies in
listening, speaking, reading,
and writing. Uses multiple
measures for assessing
English learners’ performance
to identify gaps in English
language development.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
Applying
Identifies language
proficiencies and English
learner strengths in the study
of language and content.
Differentiates instruction
using one or more components
of English language
development to support
English learners.
Creates and implements
scaffolds to support standards-
based instruction using
literacy strategies, SDAIE,
and content level English
language development in
order for students to improve
language proficiencies and
understand content.
For my students who are
ELL, I make sure that they
have accommodations in
place to support their
understanding of
curriculum. This year I
provided many visuals, ,
re-teaching and Spanish
English dictionary’s12/8/23
Integrating
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English learners.
For the novels read in
class, I have created an
adapted version that
contains chapter summaries
closer to their reading level
as well as visuals to help
support understanding.
4/24/24
Innovating
Engages English learners in
assessment of their progress in
English language development
and in meeting content
standards. Supports students
to establish and monitor
language and content goals.
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds based
on English learners’
proficiencies, knowledge, and
skills in the content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting with
3.6 Addressing the resource personnel and
needs of English families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Exploring
Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons.
Cooperates with resource
personnel, para-educators, and
families during meetings and
activities in support of
learning plans and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness for
referral.
Applying
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly with
resource personnel, para-
educators, and families to
ensure that student services
are provided and progress is
made in accessing appropriate
content.
Refers students as needed in a
timely and appropriate manner
supported with documented
data over time, including
interventions tried previous to
referral.
Integrating
Integrates accommodations,
adaptations, and extensions to
instruction for the full range of
students with special needs to
ensure adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent instruction.
Supports families in positive
engagement with school.
Initiates and monitors referral
processes and follow-up
meeting to ensure that
students receive support
and/or extended learning that
is integrated into the core
curriculum.
I collaborate with my co-
teachers to make sure all of
my students have the
accommodations cited in
the IEP’s. I also have a
copy of their goals in each
class for their gen-ed
teachers and other adults
supporting them to focus
on. 7/15/23
Innovating
Guides and support the full
range of student with special
needs to actively engage in the
assessment and monitor their
own strengths, learning needs,
and achievement in accessing
content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with special
needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
I meet weekly with my
para-educators as well as
DIS providers to check in
about my students, and
their goals and program.
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I am in every SSPT
meeting for my grades to
support the referral process
for IEP’s and complete all
initial academic
assessments.
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